Second Language Gesture and Acculturation in Study Abroad Contexts

159 Pages·2017·1.81 MB·English

by  Christie Marie Gardner

UNLV Theses, Dissertations, Professional Papers, and Capstones
12-1-2013
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Christie Marie Gardner
University of Nevada, Las Vegas
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Gardner, Christie Marie, "Second Language Gesture and Acculturation in Study Abroad Contexts" (2013).
UNLV Theses, Dissertations, Professional Papers, and Capstones. 1988.
http://dx.doi.org/10.34917/5363893
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SECOND LANGUAGE GESTURE AND ACCULTURATION
IN STUDY ABROAD CONTEXTS

by

Christie Marie Gardner

Bachelor of Arts in Psychology
California State University San Marcos
2007

A thesis submitted in partial fulfillment
of the requirements for the

Master of Science - Educational Psychology

Department of Educational Psychology & Higher Education
College of Education
The Graduate College

University of Nevada, Las Vegas
December 2013
THE GRADUATE COLLEGE

We recommend the thesis prepared under our supervision by
Christie Marie Gardner
entitled
Second Language Gesture and Acculturation in Study Abroad Contexts
is approved in partial fulfillment of the requirements for the degree of
Master of Science- Educational Psychology
Department of Educational Psychology and Higher Education

Steven McCafferty, Ph.D., Committee Chair

LeAnn Putney, Ph.D., Committee Member

Gwen Marchand, Ph.D., Committee Member

Jesus Garcia, Ph.D., Graduate College Representative

Kathryn Hausbeck Korgan, Ph.D., Interim Dean of the Graduate College

December 2013

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ABSTRACT
Second Language Gesture and Acculturation in Study Abroad Contexts
by
Christie Gardner
Dr. Steven McCafferty, Examination Committee Chair
Professor of Educational Psychology
University of Nevada, Las Vegas

Motivation is an integral part of learning; Gestures are an important aspect
of human communication, and culture plays a significant role in shaping all of
these human elements. This study explores the relationship between social,
cultural-historical activity and second language (L2) gesture acquisition as
student motivations both drive, and emanate from, the L2 learning process. Six
American students participating in a study-abroad program in Chile were
evaluated at three different levels of L2 proficiency (beginning, intermediate, and
advanced) for L2 gesture articulations and motivational developments. During
the semester-long investigation, three audio-video recorded interviews were
conducted to observe L2 gestural behaviors, and two e-mail logs were collected
to supplement research evaluations of student motivations and activity.
Results  from  the  study’s  observations  indicated  that  L2  proficiency  level  
did not relate to student motivations, L2 gesture acquisition, or activity with any
justifiable support. However, overall findings did reveal a relationship between
L2 gesture acquisition and cultural activity, with anxiety and learner agency found
to mediate this relationship. Specifically, students who were found to produce
the most L2 gesture forms were those who reported having the most frequent
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native speaker interactions—a cultural activity that was both pursued and
internalized differently as individual learner agency and anxiety influenced
student goals. Implications of this investigation maintain that psycholinguistic
investigations of L2 learning and development can benefit from the
acknowledgment of gesture as a fundamental component of communication as it
aids in the illustration of second language development as an emerging process.

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ACKNOWLEDGEMENTS

I would like to begin by expressing my gratitude to the members of my
committee; First and foremost, to the chair of my committee: Dr. McCafferty. The
time he dedicated to helping me grow as a scholar leave me forever indebted.
For various reasons, I was faced with a highly restricted timeframe for which I
had to write up the current study and with the added pressures that accompany
an academic apprenticeship, I had my moments of doubt. Without even having
to relay these thoughts however, Dr. McCafferty was able to somehow give me
the clarity and confidence I needed to refocus. Not one day passed me by that
his encouragement,  patience  and  support  didn’t  make  me  believe  that  I  could  
make it through to the end.
I am sincerely grateful for Dr. Marchand and Dr. Putney, as well. With Dr.
Marchand’s  genuine  interest  in  my  progress, and recognition of my personhood,
she has shown me how to simultaneously balance life and academia. Without
her, there may have been a few moments where I would have lost my sanity. Dr.
Putney has provided an energetic interest in my research endeavors that has
served to keep me motivated, and her innovative mind has inspired me at our
every interaction. Most of all, without her earnest dedication, I would have never
completed this work on time.
Additionally  rewarding  is  Dr.  Garcia’s  belief  in  me,  and  my  development  as  
a scholar. His words will forever serve to guide me through my future path of
academia. I have learned a tremendous amount from all of these individuals and
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I look forward to our future collaborations so that I can learn how to be the
scholar I aspire to be.
I am also very grateful for the love and support from my host family, as
well as the time, guidance and support of the USAC staff in Chile. I must also
acknowledge all 12 of my participants whose eager demeanor, cooperation and
genuine interest for the study supported me in ways I never imagined. My
Chilean interviewers must also be mentioned, for they dedicated a tremendous
amount of their time and energy to help. Not only did each of these individuals in
Chile enlighten my academic experience, they have forever touched my heart.
My studies abroad were productive and insightful because of the heart that all
these individuals have shown.
A special thank you to my family, as well. The letters, special packages,
pictures, and FaceTime chats were especially comforting in times of second
language distress while setting up this investigation. And a final
acknowledgment to: the GPSA, the department of Educational Psychology in the
College of Education and the UNLV International Scholarships Committee for
providing me with funding to make this all possible.

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TABLE OF CONTENTS
ABSTRACT ..............................................................................................................iii
ACKNOWLEDGEMENTS ........................................................................................ v
LIST OF FIGURES .................................................................................................. ix
CHAPTER 1 INTRODUCTION ............................................................................ 1
Language Learning and Acculturation ......................................................... 2
Gesture and Sociocultural Theory ................................................................ 5
Motivation through Activity ............................................................................ 6
Research Question ....................................................................................... 8

CHAPTER 2 LITERATURE REVIEW .................................................................. 9
American Study Abroad Population ............................................................. 9
Acculturation Defined .................................................................................. 12
Gestures as Tools ....................................................................................... 16
Vygotsky and Cultural-Historical Activity Theory ....................................... 21
Motivation .................................................................................................... 28
Purpose ....................................................................................................... 32

CHAPTER 3 METHODOLOGY ......................................................................... 34
Design ......................................................................................................... 34
Setting ......................................................................................................... 35
Participants.................................................................................................. 36
Procedure .................................................................................................... 37
Instruments.................................................................................................. 40
Emergent Theme: Modismos ..................................................................... 47
Student Privacy & Confidentiality ............................................................... 48

CHAPTER 4 DATA ANALYSIS ......................................................................... 49
Qualitative Process ..................................................................................... 49
Gesture Analysis ......................................................................................... 53

CHAPTER 5 RESULTS ..................................................................................... 62
John ............................................................................................................. 63
Jane ............................................................................................................. 68
Stacey.......................................................................................................... 73
Daniel .......................................................................................................... 78
Autumn ........................................................................................................ 82
Mark ............................................................................................................. 87
CHAPTER 6 DISCUSSION ............................................................................... 92
Intricacies of L2 Learning and Development and its Implications ............. 92
Future Research ....................................................................................... 106
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Limitations ................................................................................................. 110
Conclusion................................................................................................. 111

APPENDIX A INTERVIEW PROTOCOLS ...................................................... 114
APPENDIX B PARTICIPANT INFORMATION SHEET .................................. 118
APPENDIX C STUDENT QUESTIONNAIRE ................................................. 121
APPENDIX D DATA RETRIEVAL ................................................................... 122
APPENDIX E MODISMOS IN STUDENT REPORTS .................................... 123
APPENDIX F L2 GESTURE FORMS AND ANALYSIS .................................. 124
APPENDIX G TRACING ACTIVITY AND SLD THEMES............................... 125
APPENDIX H PARTICIPANT AGENCY ......................................................... 126
APPENDIX I GESTURE FREQUENCY TABLE ............................................ 127
APPENDIX J MODISMOS AND ACTIVITY ................................................... 128
APPENDIX K HOLISTIC ACTIVITY CHART ................................................. 129
APPENDIX L ACTIVITY TRACKING ............................................................. 130
APPENDIX M IRB APPROVAL PAGES ......................................................... 131
REFERENCES ..................................................................................................... 134
VITA ...................................................................................................................... 149

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LIST OF FIGURES
Figure 1 Activity Theory Model Adapted from Engeström ...................... 24
Figure 2 Example of L2 Hand Articulation: Tensed
Finger Manipulation ................................................................... 65
Figure 3 Example of L2 Emblem: Thumbs-up ........................................ 72
Figure 4 Example of Change in Gesture Space ..................................... 75
Figure 5 Example of L2 Feature: Bounded Container Gesture
with Claw-like Formation .......................................................... 77
Figure 6 Example of L2 Gesture Feature: Self- Reference .................... 80
Figure 7 Example of L2 Hand Articulation: Finger Bunching ................. 84
Figure 8 Example  of  Mark’s  One-handed Beat of
L2 Form (Tensed finger manipulation) .................................... 90

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